Mudança conceptual relativa a reações de oxidação-redução: um estudo exploratório
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2013
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A discrepância entre o que os professores ensinam e aquilo que os alunos
aprendem é tema de preocupação, desde há muito, na comunidade educativa. Os
estudantes constroem os seus próprios conceitos através da interação entre a estrutura
cognitiva e a informação proveniente do meio físico e social, bem como do ensino
formal que recebem na Escola. Esses conceitos autoconstruídos - as concepções
alternativas - dificultam a apropriação dos conceitos reconhecidos pela comunidade
científica.
O estudo exploratório aqui desenvolvido tem como finalidade promover a
mudança conceptual relativa a conceitos de oxidação-redução, num grupo de alunos do
ensino secundário profissional (n=7) da zona da Grande Lisboa.
O quadro teórico que serviu de suporte às opções conceptuais e metodológicas
inscreve-se em diferentes correntes da Psicologia da Educação, da Epistemologia e
História da Ciência. Designadamente, baseámo-nos na Teoria da Equilibração e
Construtivismo de Piaget, na Teoria da Aprendizagem Significativa de Ausubel, nos
obstáculos e ruturas epistemológicas de Bachelard e nas revoluções científicas de
Kuhn, bem como na História da Química. Recorreu-se, também, a contributos de
investigações empíricas na área da mudança conceptual, com especial destaque para as
de Driver e Carey e, ainda, a um dos modelos de mudança conceptual por troca, o
Conceptual Change Model.
Com base nestas referências foi concebido, avaliado e implementado em sala
de aula, ao longo de duas semanas, um programa de intervenção para a promoção da
mudança conceptual por troca. Os dados foram recolhidos através de um pré e pós-teste
concebido e avaliado propositadamente para ser usado neste estudo. Foram
identificadas, no pré-teste, a maior parte das concepções alternativas previstas com base
na literatura, relativamente a conceitos de oxidação-redução, bem como duas potenciais
concepções alternativas que, não tendo sido previstas no início do estudo, emergiram ao
longo da implementação do programa de intervenção.
Através de uma análise de conteúdo e da aplicação do teste t de student como
ferramenta de análise estatística, os resultados permitem apontar para a eficácia das
atividades implementadas na sala de aula com recurso ao Conceptual Change Model como potencial estratégia de promoção da mudança conceptual por troca relativamente
a conceitos de oxidação-redução.
The discrepancy between what teachers teach and what students learn is a matter of concern since long ago in the educational community. Students construct their own concepts through the interaction between their mental structures and the information they receive from the physical and social environment, as well as from the formal education they receive in school. These self built concepts - the misconceptions - hinder the appropriation of concepts recognized by the scientific community. This exploratory study was outlined in order to promote conceptual change on the concepts involved in oxidation-reduction chemical reactions, into a group of students in secondary vocational education (n=7) of the Greater Lisbon area. The theoretical framework that supports the conceptual and methodological options falls on different streams of Psychology of Education, Epistemology and History of Science. In particular, we relied on the Theory of Equilibration and Constructivism of Piaget, the Theory of Meaningful Learning of Ausubel, obstacles and epistemological ruptures of Bachelard and Kuhn’s scientific revolutions, as well as the History of Chemistry. We also considered contributions of research in the area of conceptual change, with particular emphasis on Driver’s and Carey´s studies, and yet the Conceptual Change Model. Based on these references, we designed, implemented and evaluated, in the classroom, over two weeks, an intervention programme for promoting conceptual change. Data were collected through a pre and post-test, purposely designed and assessed for use in this study. We identified at the pre-test, most of the misconceptions that were intended according to the literature for oxidation-reduction concepts, as well as two other potential misconceptions that were not foreseen at the beginning of the study but emerged during the implementation of the intervention program. Through a content analysis and the application of the student t test as statistical analysis tool, the results show for effectiveness of the activities implemented in the classroom using the Conceptual Change Model as a potential strategy for promoting the conceptual change concerning redox concepts.
The discrepancy between what teachers teach and what students learn is a matter of concern since long ago in the educational community. Students construct their own concepts through the interaction between their mental structures and the information they receive from the physical and social environment, as well as from the formal education they receive in school. These self built concepts - the misconceptions - hinder the appropriation of concepts recognized by the scientific community. This exploratory study was outlined in order to promote conceptual change on the concepts involved in oxidation-reduction chemical reactions, into a group of students in secondary vocational education (n=7) of the Greater Lisbon area. The theoretical framework that supports the conceptual and methodological options falls on different streams of Psychology of Education, Epistemology and History of Science. In particular, we relied on the Theory of Equilibration and Constructivism of Piaget, the Theory of Meaningful Learning of Ausubel, obstacles and epistemological ruptures of Bachelard and Kuhn’s scientific revolutions, as well as the History of Chemistry. We also considered contributions of research in the area of conceptual change, with particular emphasis on Driver’s and Carey´s studies, and yet the Conceptual Change Model. Based on these references, we designed, implemented and evaluated, in the classroom, over two weeks, an intervention programme for promoting conceptual change. Data were collected through a pre and post-test, purposely designed and assessed for use in this study. We identified at the pre-test, most of the misconceptions that were intended according to the literature for oxidation-reduction concepts, as well as two other potential misconceptions that were not foreseen at the beginning of the study but emerged during the implementation of the intervention program. Through a content analysis and the application of the student t test as statistical analysis tool, the results show for effectiveness of the activities implemented in the classroom using the Conceptual Change Model as a potential strategy for promoting the conceptual change concerning redox concepts.
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Orientação : Edite Maria Penha Franco Fiuza
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MESTRADO EM ENSINO DE FÍSICA E QUÍMICA NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DA QUÍMICA, EDUCAÇÃO, QUÍMICA, MODELOS DE ENSINO-APRENDIZAGEM, CONHECIMENTO, CHEMISTRY TEACHING, EDUCATION, CHEMISTRY, TEACHING AND LEARNING MODELS, KNOWLEDGE